Short Stories

We have read and discussed so far:

The First Day of School, by Jeffery Deaver

• We discussed terms like protagonist, setting, plot, and characterization, change of perception upon re-reading of a story.
• We predicted and wrote an ending to the story, following the word "Silence."
• We studied selected vocabulary for a quiz.

All Summer in a Day, by Ray Bradbury

• We discussed genre, setting, conflict, plot, and characterization (direct and indirect), figurative language (simile, metaphor, personification, hyperbole), imagery (visual, auditory).
• We studied selected vocabulary for a quiz.
• We created a cross-media object - a raindrop with a depiction of what we read in the text version of the story and a vivid description of the BBC film version of the story.

And Summer is Gone, by Susie Kretschmer

• We discussed plot, theme, characterization (direct and indirect), figurative language (simile, metaphor, personification, hyperbole).
• We studied selected vocabulary for a quiz.
• We found a poem in the story which would capture the theme.

The Dinner Party, by Mona Gardner

• We discussed foreshadowing, suspense, irony, characterization (direct and indirect), point-of-view, figurative language (simile, metaphor, alliteration).
• We practiced marking up the story for literary techniques and devices.
• We wrote a new version of the story from another character's point of view.

The Scarlet Ibis, by James Hurst

• We discussed plot, theme, foreshadowing, irony, symbolism.
• We marveled at the creative use of imagery and talked about internal and external conflicts.
• We marked up the story and studied selected vocabulary for a quiz.
• We wrote an analytical paragraph and revised it in another draft

The Fun They Had, by Isaac Asimov

• We discussed the use of diction and syntax to create a desired effect.
• We marked up the story and wrote an analytical paragraph in class under semi-test conditions, either with a single piece of textual evidence or two pieces.

A Very Old Man with Enormous Wings, by Gabriel García Márquez

• Selected students were challenged to read this story by the Nobel Prize author, mark it up, and write a lengthy analytical paragraph with multiple pieces of textual evidence supporting their thesis.

Those Three Wishes, by Judith Gorog

• Story used to practice in-class writing of the analytical paragraph in test conditions, with either a single piece of evidence or two pieces.

The Nincompoop, by Anton Chekhov

• Story used to practice in-class writing of the analytical paragraph with two pieces of evidence.